A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity

Abstract Educational researchers have been confronted with a multitude of definitions task complexity and lack consensus on how to measure it. Using cognitive load theory-based perspective, we argue that the learners experience is based element interactivity. Element interactivity can be determined by simultaneously considering structure information being processed knowledge held in long-term memory person processing information. Although learning easily quantified counting number interacting elements, only estimated using teacher judgment or tests. In this paper, describe different perspectives present some concrete examples from research estimate levels determining intrinsic extraneous load. The theoretical practical implications perspective for instructional design are discussed.